DIFFICULTIES OF CHEMISTRY TEACHERS

EVERGYLYN T. LOZARES

Chemistry is often regarded as a difficult subject, an observation which sometimes repels learners from continuing with studies in chemistry. Chemistry teachers have taken college courses above the level they are assigned to teach, but they report needing help using technology in science instruction, teaching classes with special needs students, and using inquiry-oriented teaching methods. Laboratories in chemistry tend to be disconnected from coursework, to focus on procedures rather than on clear learning outcomes, and to provide few opportunities for discussion or reflection.

New requirements that students take more advanced science courses have increased the need for well-prepared chemistry teachers.

A major challenge for chemistry teachers is connecting the subject to everyday experiences, and professional development that focuses on this linkage can be especially valuable.

Teachers can have a tremendous impact on students’ interest and performance in the sciences. Many scientists talk about an especially inspiring teacher they had in high school. High school teachers often report that former students have told them about successes in college that they attribute to experiences in that teacher’s class. “There’s very little doubt in anyone’s mind that teachers can, conceivably, have a tremendous impact on students’ interest and performance in the sciences,”

Yet how can anyone know that this kind of anecdotal evidence is representative? Only broad-based representative sampling can provide solid data about the effects of high school science classes in general. Without such data, several important questions are left unanswered. How pervasive is teachers’ influence? Are some teaching practices more effective than others? Can teachers’ influence span the years from high school to college?

The data needed to answer these questions must be drawn from many students and classes, be representative of students, and in many cases, extend over periods of years. Ideally, such data would include information about what students were doing when they were very young and what they were doing in college. The questions asked of students need to be specific enough to determine why they made the choices they did, and the people who are answering the questions need to care enough about the project to provide thoughtful responses.

What kind of work do you expect to be doing when you are 30 years old? In a study published in Science in 2006, Tai and his collaborators combined the answers to this question by eighth graders with data on factors such as demographic indicators, school attendance, and results on standardized achievement tests.1 They asked whether an eighth grader who expressed an interest in a sciencerelated career was more likely to graduate college with a degree in science. As expected, they found that students who said they wanted to be in a career related to the life sciences, physical sciences, or engineering were two to three times more likely to earn a degree in that area than students who did not express this interest.

There are thousands of chemistry teachers in the Philippines, according to informed estimates discussed at the meeting .According to the same data source, 99 percent of chemistry teachers have completed a college course in general introductory chemistry, 93 percent have done so for organic chemistry, 68 percent have had analytical chemistry, and 51 percent have had physical chemistry . “Most have had courses above the level they’ve been assigned to teach,” said Wheeler. “That’s not true in middle-level and elementary math and science. There are many times in elementary math and science where teachers are actually, shocking as it is, teaching material that is higher than the level they took in their preparation.”

It is not being suggested that chemistry can be made simple by avoidingteaching difficult topics! Indeed, trivialising the chemistry to be taught is likely to be perceived by the learner as a devaluation of the importance of the subject. The key lies in seeing chemistry from the point of view of the student learner. Such learners approach each topic with all kinds of ideas already stored in long-term memory.

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II at Meycauayan National High School

The author is

Teacher

MA. LUINA G. RIVERA

TVL tracks are combination of different courses that needs to complete a 360 hour subjects for Grades 11 and 12. It is in this combination that the student with their parent must take into consideration for it prepares the student to be globally competitive in their chosen tracks anchored on the 21st century skills relevant to the social transformation and local innovation. TVL offered tracks in SHS are tracks that prepare the student to compete in the real world because through the application of what they’ve learned they can be able to use their knowledge and skills in seeking a job in the future. Being prepared means student can compete with what they have learn; it is a must that every senior high school student must be equipped with ICT and communication skills that reflect holistic learning.

In addition, SHS can change their chosen tracks within a year; student can change their tracks after every semester but with effect; extension of their senior high school life. Changing the tracks within the school year may mean longer stay in the Grade level where they are enrolled. It is not an advantage for the student to change the tracks if they don’t want it in the middle of the school year. Choosing the track wisely is a key that the student should consider. With the given scenario, the role of the parent in guiding the student is crucial: proper guidance to students can best prepare them for their tracks fitted to their knowledge and skills that they can used and apply for their future. Proper guidance may mean proper acquisition of knowledge and skills by the student that lead to success in every field they will pursue in life.

Finally, guiding and understanding the student help them understand the importance of choosing their tracks that is suited to their capabilities that will lead them to become successful contribution to social development and growth. SHS curriculum prepares student for life, work and university studies.

author is Master Teacher of Angeles City

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II at Francisco G. Nepomuceno Memorial High SchoolDivision